Understanding the world through computational thinking.
TCH 0-13a – I can explore computational thinking processes involved in a variety of everyday task and can identify pattern in objects or information
Benchmarks 📃
- Identifies and sequences the main steps in an everyday task to create instructions/an algorithm for example, washing hands.
- Classifies objects and groups them into simple categories for examples, groups toy bricks according to colour.
- Identifies patterns, similarities and differences in objects or information such as colour, size and temperature and simple relationships between them.
Suggested Learning 📝
- List the steps taken to carry out everyday tasks such as making a sandwich.
- Reorganise a list of steps in a logical order to complete a task.
- Sort objects such as beads or Lego together into groups of similar colour and size.
- Line up a group of objects in patterns or sequences.
- Spot differences and patterns in groups of objects.
Resources and Lesson Ideas 💻
- Barefoot Computing – Patterns Unplugged – This is an unplugged activity in which pupils work in pairs to spot patterns in sets of pictures of objects and think of general statements to describe these things e.g. elephants, cats, cars.
- Socks – This idea, from the NRich maths project, suggests resources in a nursery/P1 Classroom to encourage open ended maths learning. The computational thinking aspects relate to categorising and sorting
- Packing This simple sorting activity comes from the Nrich maths project. The computational thinking emphasis is on categorisation of objects. See also Baskets.
- Collecting – Another categorising and sorting activity from NRich, which could be combined with health and wellbeing and natural science topics. See also Tidying
- More Unplugged Activities can be found at CS Unplugged.
- Coding as Another Language Kindergarten (Dev Tech with ScratchJr) – This is a full curriculum of resources for P1-3 using the scratchjr app, as well as many unplugged activities. Kindergarten is equivalent to our P1.
- Watch episodes of Wonderblocks a new animated series from Cbeebies that teaches children computational thinking.
Understanding and analysing computing technology
TCH 0-14a – I understand that sequences of instructions are used to control computing technology.
TCH 0-14b – I can experiment with and identify uses of a range of computing technology in the world around me.
Benchmarks 📃
0-14a
- Demonstrates an understanding of how symbols can represent process and information.
- Predicts what a device or person will do when presented with a sequence of instructions for example, arrows drawn on paper.
0-14b
- Identifies computing devices in the world (including those hidden in appliances and objects such as automatic doors).
Suggested Learning 📝
0-14a
- Identify common company logos, symbols and signs such as the for the toilet or my coat peg.
- Understand why symbols such as street signs are important.
- Predict the outcome when given a list of instructions.
0-14b
- Identify a range of technologies that contain hidden computers such as lifts/shop tills.
Resources and Lesson Ideas 💻
0-14a and 0-14b
Unplugged
- Take class on a short technology safari around the local area identifying hidden street technology: network boxes, traffic lights, street lighting controls, alarms.
- Begin to sequence everyday events, such as washing hands – try to make sure all steps are covered and have an adult act out the scenario, getting children to point out when the instructions are missing a step.
- Children should be able to give commands using simple directional language and make predictions about what effect their instructions will have.
Plugged
- Barefoot Computing – Bee-bots Tinkering – This activity involves pupils tinkering with simple robots such as Bee-Bots to find out what they do and how to program them.
- Use remote controlled objects (e.g. cars) to explore how the controls affect the movement and direction of the object.
- Learners should begin to understand that computers follow instructions and commands that are given to them and that these instructions need to be clear or the computer won’t do what you want it to do, e.g. Bee-Bots, Sphero – use ‘deliberate mistakes’ to show what can happen when we aren’t precise.
- Explore symbols on everyday pieces of technology – power button, app icons, remote control symbols and discuss what actions they perform.
- Tinker with programmable devices that use visual programming such as Bee-Bots, Code-a-pillar, Dash & Dot, to explore what they do.
- Beebot Basics activity – Design and solve challenges using a programmable toy.
Designing, building and testing computing solutions
TCH 0-15a – I can develop a sequence of instructions and run them using programmable devices or equivalent
Benchmarks 📃
- Designs a simple sequence of instructions/algorithm for programmable device to carry out a task for example, directional instructions: forwards/backwards.
- Identifies and corrects errors in a set of instructions.
Suggested Learning 📝
- Design a simple algorithm to make a programmable device such as BeeBot move backwards and forwards.
- Design a simple algorithm describing a regular route e.g. how to get to school.
- Spot mistakes in a simple set of instructions or algorithm and correct them e.g. a simple recipe such as making a pizza.
Resources and Lesson Ideas 💻
Unplugged
- Read a sequence of arrows and predict what the outcome would be or where the subject would get to if they followed the arrows.
- Use arrows to create, or read a sequence of arrows to identify, a pattern (e.g. forward-forward-turn-right-turn-right-forward-forward).
- Use pictures to sequence instructions for everyday tasks using only the ‘main’ steps, such as making a sandwich, and encourage children to work out the missing steps – the more detail, the better.
Plugged
- Barefoot Computing – Bee-bots Tinkering – This activity involves pupils tinkering with simple robots such as Bee-Bots to find out what they do and how to program them.
- Barefoot Computing – Bee-bots 1,2,3 – Pupils create sequences of instructions (an algorithm) to draw the shape of a numeral e.g. 3 using a robot such as a beebot.
- Barefoot Computing – Bee-bots Basics – In this activity pupils design and solve challenges using a programmable toy. To meet the challenges they create sequences of instructions (an algorithm) to navigate a route.
- Coding as Another Language Kindergarten (With ScratchJr), young children (ages 5-7) can program their own interactive stories and games. In the process, they learn to solve problems, design projects, and express themselves creatively on the computer.
- Bee-Bot App – Use the Bee-Bot apps to practice following pathways using directions/arrows.
- Daisy the Dinosaur – Learn basic computer programming skills by inputting a sequence of instructions to make Daisy move about the screen.
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